Hidden Dimensions of Curricula for Students With Intellectual Disabilities Based on Special Education Teachers’ Priorities

• In Event: Roundtable Session 13
  In Roundtable Session: Research in Teaching Students With Intellectual Disability

Abstract

This study aimed to identify hidden dimensions of curricula for students with intellectual disabilities (SIDs) by investigating special educational teachers’ (SETs) priorities in terms of educational supports for these students. A total of 1,072 SETs across 38 private and public special education schools participated by responding to 64 items of adaptive behavior skills. Findings of a factor analysis revealed the four dimensions – Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills – whereas findings of a linear regression analysis revealed significant prediction equations between SETs’ priorities and SIDs’ achievement levels in each dimension. The findings suggest that SETs’ priorities for students with intellectual and developmental disabilities should be implemented in educational programs.

Authors

• Soonhwa Seok, Korea University

• Boaventura DaCosta, Solers Research Group